ATI Comprehensive Exam Study Guide

ATI Comprehensive Exam Study Guide 1. Sport Psychology A (3)– PSP 5800A*** Study Guide From Final What is the focus of the cognitive model? • Perceptions (how you perceive things) • Thought patterns • Attention • Attributions (explaining the reasons why we do things) What does the NLP model focus on? • How senses are used to create representations of the world • Sensory info • Language • How you use your senses and then how we figure out what our perception of the world is How does sport psych define confidence? • Belief that you can successfully perform a desired behavior Confidence vs. self-efficacy: Self-efficacy is for a specific task. Confidence is more general. Confidence that can change as the situation changes = state self-confidence Most popular model in sport psych = Cognitive-Behavioral Model (CBT) The sources of self-confidence (in order): 1. Performance accomplishments strongest + most dependable 2. Vicarious experience 3. Verbal persuasion 4. Imaginal experience (imagery) 5. Physiological states 6. Emotional states In an evaluative situation (someone’s watching you / you’re being evaluated), an individual with high trait anxiety, will tend to also exhibit what? • High state anxiety. Moment-to-moment change in perceived physiological activation = somatic state anxiety If an athlete perceives control in a situation, and feels that the event or reward increases feelings of competence, what happens to intrinsic motivation? INCREASES. • Cognitive Evaluative Theory (CET) • Key parts to theory = control + competence The stress process involves what? 4 steps: 1. Demand on the individual 2. Cognitive appraisal 3. Perceived coping abilities 4. Negative stress symptoms (response) a. Ex: feelings of anxiety Multidimensional anxiety: Why is it multidimensional? Somatic and cognitive anxiety. (not facilitative and debilitative in this particular model) Mastery/task focus vs. ego focus = goal perspectives/orientations Motivation = direction + intensity of one’s effort General level of anxiety that stays stable over time = trait anxiety Pavlov, Watson, Thorndike, Skinner are associated with which model? • Behavioral Model Hardy’s Catastrophe Theory predicts what? • LOW cog anxiety: inverted-U • HIGH cog anxiety: predicts that catastrophe can occur • as anx. increases, perf. improves to a certain point then plummets Cog Eval Theory (CET), when an ath perceives control and has increased feeling competence, what increases? Intrinsic motivation. Who’s responsible for self-efficacy theory? • Albert Bandura What does Inverted-U theory predict? • Arousal can either be too high or too low • Top performance occurs at moderate level of arousal Hanin’s Zone of Optimal Functioning suggests what? • Each individual has a specific optimal level of efficiency Focusing on performance, as opposed to outcome goals, during competition, has been shown to be associated with ____ anxiety and ___ performance. • less anxiety / superior performance Appropriate guidelines for applying arousal and anxiety knowledge: 1. Recognize signs (som + cog) of increased anxiety and arousal a. Cog: inappropriate thoughts/worry b. Som: Heart rate, sweaty, etc. 2. Recognize how personal + situational factors influence arousal and performance . Frequency of anxiety a. Anxiety triggers, etc. 3. Tailor coaching and instruction to individuals. Excess anxiety produces what? • Inappropriate thoughts • Inappropriate muscle tension • Somatic reactions (increased heart rate, shallow breathing etc.) T/F: Applied sport psychology can be defined as helping ath and coaches learn how to control the way they think, feel, and act to help them reach their potential in sport. TRUE. First person to conduct an experiment in sport psych = Norman Triplett • Bike riders perform better in presence of others (social facilitation theory) • Bicyclette (in French) → Triplett (way to help you remember this) Father of American sport psychology = Coleman Griffith AASP = Assoc for Applied Sport Psych To legally be called a sport psychologist (SP), must have: 1. Doctorate in psychology (PhD / PsyD) 2. Some academic SP training 3. Licensed in state you’re going to work in Which of the following CAN’T mental training consultants do? • Teach performance enhancement techniques • Research why athletes behave as they do • Teach students to become sport psych consultants • Doing clinical or counseling work with athletes NOPE ^^ Sport psychologist can do ALL of the above. Participant motivation is usually a result of: • Combo of personal and situational factors If we are looking to understand students’, athletes’, and exercisers’ MOTIVES for involvement (i.e. assess their motives), we need to do what? • Observe participants to see what they like/don’t like about the activity. • Periodically ask them to list reasons for participation • Talk to others who know athletes and exercisers • ^^ Take this with a grain of salt ^^ What are attributions? • Reasons we give for our actions In literature, with what other term is self-efficacy used interchangeably? • Self-confidence Improve confidence: • Think confidently • Act confidently • Imagery Which statement(s) are true? Ind should image… ...only successful events. ...Mostly unsuccessful events. ...Mostly successful events but also learn to cope with occasional failure Research in the 1980s found all of the following: • Physical practice (PP) is better than mental rehearsal alone • Mental rehearsal (MR) is better than no physical practice • MR and PP combined is most effective Imagery should contain two elements: 1. Vividness 2. Control According to bioinformational theory, imagery should contain what? • Stimulus propositions and response propositions • Particularly good for working with ath when they’re trying to change a habit • Training yourself to respond a certain way to a stimulus Relating to attention: If a golfer is focusing on length of fairway and direction of wind, and then shifts focus to only on ball, they’re going from broad-external to narrow-external. • Broad-internal would be: planning • Narrow-internal would be: analyzing • External are outside of yourself. Telling myself to “focus” can be best defined as... • Cue word for bringing you back to PRESENT focus. Nideffer’s two dimensions of attentional focus are: 1. Width 2. Direction What are four components of Nideffer’s model: 1. Broad 2. Narrow a. ^^ width 3. Internal 4. External . ^^direction Attentional cues can be what types of cues: • verbal/auditory • visual • physical Rogers and Maslow are advocates of which model? • Humanistic T/F: There’s little research on NLP in sport psychology literature. TRUE In the Humanistic model, human experience is viewed as: • Important • Integral (a part of everything/the foundation) If I’m a mental skills consultant, can I: • educate on psychological skills training? YES. • Life skill development? YES. • Treat depression? NO. T/F: Legally, anyone in the US can call themselves a sport psychologist. FALSE. T/F: Legally, anyone in the US can call themselves a mental skills coach. TRUE. • Coleman Griffith ‘The Griffith Era’- the Father of American Sport Psychology, Focused on reaction time mental awareness, muscular tension, and relaxation. Founded the first Sport Psych lab in the USA. Actual first lab was Carl Diem in 1920 in Germany • Prep for the future era - • ISSP founded in 1965, first official organization in Sport Psych • Est of Academic Sport Psych • Bulk of current sport psych. NASPSPA is their terrible acronym. • Bruce Ogilive Father of APPLIED Sport Psych and Thomas Tutko - both taught at JFK wrote Problem Athletes and how to handle them. • Multidisc Science and Practice in Sport and Exercise Psych • University of Illinois is important… Rainer Martens wrote 2 seminal articles and went on to be the founder president and the publisher of Human Kinetics. • US Olympic Committee develops Sport Psych Advisory Board in 1980 and in 1984 there were Sport Psychs at the LA Olympics. • 1985 US Olympics hired first full time sport psych • AASP, formerly AAASP, is founded in 1986. Journal of Applied Sport Psych from AAASP begins in 1989. • 1988 US Olympic team takes first official sport psych • 1991 AAASP establishes that certified consultant designation. • Contemporary Sport and Exercise Psych 2000-Present • Recognition at all sporting levels and the research has evolved. • Exercise Psych • Evidence based work • Typicality- very white, male, western points of view throughout the research - be wary. • Some Organizations for Sport Psych • FEPSAC - European, SCAPPS - Canadian, USOC - USA, BASES - British • Join AASP • Join APA Div 47 membership • Perceptual and Motor Skills, Journal of Sports Medicine and Physical Fitness, Journal of Applied Sport Psycho, The Sport Psychologist, Psychology of Sport and Exercise, Journal of Clinical Sport Psych, Qualitative Research in Sport Exercise, International Review of Sport Psychology • Professional Issues in Sport Psych - Roles of Practitioners • Three types of roles (research, teaching and consulting)- Educational/Consulting, Clinical/Counseling, Academic teaching/Research • Arousal: general physiological and psychological activation varying on a continuum from deep sleep to intense excitement. • Stress: substantial imbalance between demand and response capability under conditions where failure to meet the demand has important consequences. Very much linked to confidence. • Anxiety: there are different types of anxiety (can be negative or positive), it is typically described as a negative response to a stimulus that includes both physiological (somatic) and psychological (cognitive) components. • Jim Taylor, Sport Psychologist, suggests the term Intensity is much better suited for use in sport than arousal or anxiety. • Intensity is more positive term that can express the positive aspects of arousal for sport performance and it helps get away from any sexual connotations associated with the word arousal that are distracting. Emphasis on performance anxiety rather than clinical anxiety. There is a difference. • Subsequent negative stress symptoms may lead to feelings of anxiety. - “stress is a precursor to anxiety” • Spielberger - concept of Threat- is this threatening to me in terms of my: body, ego, life, extrinsic reward, self-worth, anything big. Depends on various factors. State vs Trait anxiety. At this time there was no facilitative, only debilitative. • High State Anxiety - is a typical response to a situation to a perceived to be threatening. Both somatic and cognitive • High Trait Anxiety - a general disposition to respond to a variety of situations with high state anxiety more of the time. Trait is the attribute, a characteristic, a quality. • Cognitive Anxiety comes before Somatic Anxiety - its at a subconscious level.. • State Anxiety - environmental, situation based anxiety (changes over time) • Trait Anxiety - Predisposition to anxiety, not a guarantee, doesn't o People who are high in trait anxiety will tend to react to more situations with higher levels of state anxiety. • Direction of Anxiety - much research before covered INTENSITY of anxiety as measured by CSAI-2. Jones et al. have done work that shows its in the direction of anxiety that is also important (even more so?) so its how the anxiety is perceived. Facilitative/Debilitative to performance. • Problem focused vs emotion focused vs avoidance (can be positive or negative, btw) coping strategies • Motivation - “complex interaction between the individual factors and situation factors”. - Motivation is the direction and intensity of effort • direction of effort refers to whether an individual seeks out, approaches, or is attracted to a situation. • intensity of effort is about how much effort an individual puts forth in a situation. Consistency, level of effort, etc. • At least two ways motivation has been explored: Participant Motivation and Achievement Motivation. Participation in Sports the text refers to intrinsic extrinsic and “a motivation” (lack of motivation) • External rewards may reduce intrinsic motivation, but it is not clear cut. Has to do with conditioning, rewards, and punishment for rewards. • Cognitive Evaluation Theory: Deci and Ryan 1995 - CET was developed to help explain the possible impact of rewards and how they are received on intrinsic motivation. CET suggests that how rewards are perceived is critical in determining whether intrinsic motivation increases or decreases. Any events that affect an individual’s perception of Competence or Feelings of Self Determination (perceived control) will ultimately affect levels of intrinsic motivation and therefore participation and other aspects that have performance implications. • Developed by Deci in 1975 and then expanded and expanded • Functional Significance is third aspect of CET: every event that you're in has potential to be perceived as controlling you or informational (info about confidence). Naturally if you have high self-confidence you will feel more control, and vice versa. • practical implications from this theory: fostering self-confidence is important to help motivate them. Helping athletes feel like they are in control in some ways, building that autonomy, is what helps internally motivate them. Increasing awareness for over confident players. • Develop high levels of intrinsic motivation: competence info should be given to athletes and they should feel at least partially in control and responsible for their own actions. Ex if they received a reward • Theories of Achievement Motivation- tries to explain the reasons such as intensity, choice of action, persistence, • Attribution theory - the reasons people give for their own behavior or in regards to their team; for outcomes. Explain success and shortcomings. why is this important? - helps players see whats in their control, help athletes see how what they did influenced their control and thus helps internally motivate them. Hardy et al: individuals perceptions about the causes of events will be a major determinant of their feelings, expectations and general motivations towards similar events in the the future. • failures get put on external sources generally to protect ego • taking responsibility means you can grow and learn and get better. • Goes back to Fritz Heider 1958: famous experiment about attributing meaning to experiences. Has a deep impact on how you feel. Can impact the way you see the world going forward. All the different reasons that are seen and can be narrowed down into just a few categories. • Weiners Model: Wieners model of attributions originally incorporated the ideas of stability (stable unstable) and causality (whether the cause was perceived to be internal or external) • Stability: success breeds success seems to only be true over and over if the success was perceived to be due to stable factors. The opposite is true of failure, often need to attribute failure to an unstable factors i.e. bad luck or effort. The more stable the reasons the better. Attributing failures to an unstable source are better for feeling more confident for next time. • Locus of causality - Controllability dimension - internal cause or external cause. • Goal Orientation theory: we react different to events and how we react to these events will affect our motivation for the future. Definitions of sporting success vary accordingly to goal orientations/goal perspectives of individuals. • Mastery/Task Focused: emphasis is on the improving a particular task or performance based on ones own previous achievements or knowledge. self reference perspective. View situations as a function of personal performance. Success = personal competition. Higher Persistence: tendency to attain optimal performance. Belief that success from effort. Linking attributions and goal orientations -task tends to lean towards effort attributions • Ego-Focused (Outcome Goal Orientation): This is where the emphasis is on interpersonal comparison in order to judges ones own level of success. “other reference perspective”. View outcomes as a function of comparison with others (interpersonal comparison). success means you’ve done better than somebody you're competing against. High in ego focus lack persistence and put less effort, higher in anxiety. External factors and innate talent are major causes of success. Ego, tends towards ability attributions rather than effort. • Self-confidence is a rather nebulous term (hardy et al). High task orientation = persistence, high ego will give up sooner. That’s confirmed. Those people who say you either got it or you don't (innate ability). Also, a good point for keeping self-confidence up is what you like vs what you need. • “the belief that you can successfully perform a desired behavior”. Outcome - to win, Task - break previous “score” believe that they can • Coping and link to self-efficacy is clear - not usually talked about, helps to feel more confident. • List that influences efficacy expectations • Performance Accomplishment: most dependable impact on SE. Simply past achievements, mastery experiences. More recent bigger the impact. Practical ways to increase PA: early on make it a bit easier, don't have to be about winning, achievement of goals - what if I had none for a while? • Vicarious Experiences: get confidence from somebody else performing the activity. Modeling. Only affective if its believable to you. Close to you but better is one way, even lower works as well. • Verbal Persuasion (Persuasion) - thought important in helping to improve self-efficacy. Persuasion to the self is usually considered self-talk. You can be deceptive but be careful. Credibility is important (Gravitas) • Physiological States; they affect behaviors through the cognitive evaluation (efficacy expectations) of the information conveyed by symptoms. Not necessarily same as emotional states. • Emotional Arousal: performers perceptions/appraisal of emotional arousal. • Imaginal experiences: using imagery to demonstrate mastery. imagine success hopefully leads to being more successful. • Important to remember that self-efficacy is a subjective perception of ability. • You can measure self-efficacy - LEVEL of efficacy - refers to individual’s beliefs (or the amount of belief) in their ability to accomplish a specific task or element of a task • STRENGTH of efficacy - the degree of conviction that an athlete has that he/she can successfully carry out a task. For example, an athlete thinks s/he can run a four-minute mile, but may only be 50% confident in this ability. • GENERALITY of efficacy is the ability of the efficacy expectations to predict behavior in related tasks that require similar skills, e.g., being good at running may help predict ability in sports that require you to run. • Concentration and attention are used synonymously but • concentration is a relaxed state of being alert. Athletes need to be capable of shutting out distractions and paying attention to the things that matter in their sport performance from Bull et al (1996). Attentional control: the concentration plan. in the same book they go onto describe that an attentional control training program is process of improving concentration. • Moran, Aidan 96, has called attention the psychology of concentration. • Hardy et al. (1996) say that “Concentration is about focusing the mind upon one source of information, often to the exclusion of others” (p. 174). 2. Ethics & Professional Issues in Sport Psychology A (2)– PSP 5803A • Remedial vs Positive Ethics Examples Moral Domain Remedial Approach Positive Ethics Nondiscrimination Avoid discrimination Promoting understanding and appreciation of traditionally disenfranchised groups Competence Acquiring and maintaining minimum formal qualifications Striving for the highest standards of competence (including self awareness and self care) Boundaries Avoiding boundary violations Striving to enhance the quality of all professional relationships Informed Consent Fulfilling legal qualifications (signing of informed consent) Striving to maximize client participation in development of goals and work Confidentiality Avoiding prohibited disclosures Striving to enhance trust • Theoretical Perspectives • Teleological Perspectives - the ends drive the process - virtue ethics and utilitarianism • Deontological Perspectives - ends are not a factor, just the duty - duty based ethics, principle based ethics • Virtue Ethics - • A virtue is a good character trait or disposition. The ends driving the process. Tendency to act in a way that promotes human good. Rooted in Aristotle • Focus is on the character of the professional rather than on one specific act itself. • Asks the questions: Am I doing what is in the best interests for me client? • Utilitarianism - Which decision will promote the most happiness and well-being? • Utility or the greatest happiness principle, actions are right in the proportion as they promote happiness and wrong as they result in the reverse of happiness • Three features of Utilitarianism • Consequential: the consequence/outcome of a specific decision or act is what will be the deciding factor on if it was right/moral/correct • Hedonistic: seeks happiness, pleasure and well-being • Universal: seeks the greatest pleasure for the most people (general benevolence) • Duty Based Ethics: Rooted in Kant’s concept that every person needs to fulfill their duty. Hypothetical imperatives (conditional) to act in a certain way if you want a certain result. Categorical imperatives (universal) to act in a certain way at all times. • Consequences are often irrelevant and secondary to “doing the right thing”. • Principle Based (Prima Facie) - Based on the work of WD Ross. Guided by a set of moral obligation and principles and strives to solve a specific ethical dilemma. Moral principles must be upheld and at all times they may conflict. Asks the questions - based on my moral duties, is this ethical? • Moral Principles - respect for autonomy - respect for the client to make their own choices. Nonmaleficence - do no harm. Beneficence - promote the welfare of the client and contribute in a positive way to their continued growth. • Justice - equal treatment to all, no discrimination • Fidelity - being honest, maintaining trust, and as truthful and accurate in your work as possible. • Public responsibility - general beneficence • Acculturation Model of Ethics Professional Ethics Personal Ethics High Low High Integrated - Professionally informed, guided by personal compassion (highly effective) Separated- Personal compassion not restrained by professional ethics (may get over involved) Low Assimilated - Adopts professional standards by lacks compassion (may become rigid) Marginalized - Low professional and personal standards (risk of being exploitive) • What influences are decision making? - Personal values and beliefs, Professional Development, and Ethical Orientation. • examples: upbringing to date, community influence, spirituality/religious upbringing, biases/prejudices, gender, age, sports played, SES, Race, Identification etc (all personal). Career status, experiences in the field, learning and mistakes, internships and summer camps (professional). Teleological for instance- being a risk taker, more conservative, which model or models you typically follow (ethical orientation) • Self-Awareness: the merging of your personal sense of morality with a public, systemic ethical awareness. Needing to be aware of the ethical implications of your decisions and make sure your “ethical antenna” is on. Being proactive is an important part of SA. Be proactive, not reactive. • Previewing - anticipate and reflect upon possible behavior in an unknown unexpected situation. very important. being able to mentally simulate reactions to challenging scenarios. Such as, client being angry at you, coaches prying for details, gifts. Get help with your supervisors and other people with prior experience. • Knowing when there is an ethical dilemma - trust your gut instinct, know your ethical codes. Keep your Ethical Antenna up. There is no one perfect model for decision making. • Kookier & Keith-Spiegel Model 2008: Determine if the problem/issue is an ethical one. Consult appropriate guidelines from APA and AASP. Is it similar to a situation you've been in before? Consider all the elements which influence your decision - judgements, biases, attitudes, etc. • Evaluates the rights and responsibilities of everyone potentially affected (including multiple levels like organizations schools and public). • Generate all possible decisions - see what all the options are. • Enumerate the consequences of making each decision - include the consequences to all involved, short term and long term. • Then make your decision: be aware of what you should do vs what you will do. Weighing options is tricky, however, keep the best interest of the client and weigh the pros and cons. • Corey, Corey, & Callanan Model (2006,2011): Identify problem/dilemma, identify the type of dilemma and who is involved. • Identify potential issues involved. List and describe critical issues. Evaluate rights and responsibilities of everyone involved, considering cultural context. • Review ethical codes. Know laws and regulations (confidentiality, abuse, etc). • Consult • Consider all the different possible courses of action. Specify the consequences of different decisions. Then Decide on the best course of action and reflect. • How does my action fit with the ethical codes? Does it take into account the cultural values/experiences the client. Are my own values reinforced or challenged? Reflect on this. How would other people evaluate the action. What have I learned? • Make decision. • Hill, et a Feminist Model 1995: Maximum involvement of the client at every step • Recognize the ethical dilemma (side-note, consider the client and where they’re at, how you feel and the frequency of occurring dilemmas) • Define the problem (collaboration with client) • Develop solutions (with client) • Choose a solution • Review the process (with client) • Implement and evaluate (with client) • Continue Reflection • Principle-based decision making (5 Step Model) • Identify ethical dilemma (potential problem) • What moral principles are potentially threatened? • Develop alternatives or possible plan of action • Be mindful of the big picture (not necessarily just the immediate issue) • Seek Consultation • Evaluate options (Theory Knitting) - picking pieces from different theories to make the best choice for that situation • Take action • Look back and evaluate • Consistent with your moral values and principles? • Has realistic chance of success? • Made with intent to minimize negative effects History of AASP and etc • Ethics committee formed in 1987 • Temporarily used APA ethics standard. Exploration of ethical dilemmas of AAS members and continued use of APA guidelines. • in 1993 Committee was told to make their own guidelines, principles adopted in 94, guidelines adopted in 96. • Consists of Intro, Preamble, Six General Principles, 26 Standards • Why are guidelines necessary? - helping g